Designing an Islamic Education Model for Secondary Education in Tehran

Abstract

The main objective of this article is to develop an Islamic education model for secondary education in the city of Tehran. The study employed a mixed-methods design (qualitative–quantitative). In addition to documentary analysis, thematic analysis using MAXQDA 14 software was applied to identify the factors influencing Islamic education at the secondary level in Tehran. The statistical population in the qualitative phase consisted of university experts and officials from the Ministry of Education, and interviews were conducted until theoretical saturation was achieved, resulting in 14 interviews. Based on semi-structured interviews, 13 dimensions, 29 components, and 104 indicators were extracted. In the quantitative phase, a descriptive–survey method was used. The statistical population included all teachers of Religious Education and Hedyeh-haye Asemani courses in secondary schools in Tehran, from whom 202 participants were selected using Cochran’s sampling formula. The findings indicated that the proposed Islamic education model in Tehran secondary schools demonstrated the highest level of alignment and implementation in the behavioral (0.760), cognitive (0.750), and affective (0.732) dimensions, which ranked first to third respectively. Environmental and physical dimensions (both 0.716), along with the economic dimension (0.712), occupied intermediate positions. In contrast, the rational, moral, faith-based, social, cultural, artistic, and particularly the media dimension (0.557, rank 13) showed the lowest levels of implementation. Ultimately, the final model was developed and validated based on five main dimensions: philosophy and objectives, theoretical foundations, executive principles, evaluation system, and implementation mechanisms.